Proyectos

Longstanding goals of scientific ocean drilling include determining the timing and amplitudes of global sea-level change, as well as the role of eustacy in the generation and preservation of continental margin stratigraphy. However, continental margin sedimentation is a function of both allogenic and autogenic processes, and extracting a eustatic record requires an understanding of local sedimentary processes and their influence on strata formation. IODP Expedition 317 to Canterbury Basin, New Zealand provides an opportunity to identify the regional processes involved in the formation of sedimentary sequences where temporally evolving across-shelf and along-margin sediment sources potentially interact with both eustasy and tectonics to generate margin stratigraphy. This study defines sedimentary petrofacies using petrographic and X-ray diffraction techniques and combines them with lithofacies to characterize sedimentation within unconformity-bounded sequences. Differentiating the relative influence of each sediment source is made possible by the unique aspects of the onshore geology and sediment supplied by the rivers of South Island, New Zealand: in this system sediment composition is a proxy for transport mode/direction, with mica-rich schist detritus being brought in from the south, and graywacke Torlesse detritus from the west. Higher-resolution analyses will target specific seismic sequences from the Pliocene to Recent that represent changing climatic and eustatic conditions. A primary hypothesis tested is that recurring lithofacies motifs that likely formed during high-amplitude Pleistocene sea-level cycles can be linked to sediment provenance, and even where less lithologically distinct, a recognizable signal may remain in the detrital fraction. Another hypothesis is that the formation of Plio- Pleistocene sequences along the Canterbury Margin is strongly influenced by the relative sediment supply from alongshore/shelf (Clutha/Waitaki rivers) versus cross-margin (Rangitata-Ashburton-Rakaia braided system) transport, with the latter becoming more dominant in the later Pleistocene, potentially leading to an autogenic increase in accommodation space that lead to increased sequence preservation. A holistic approach is used to test these hypotheses, similar to that applied in the MARGINS Source-to-Sink focus site on North Island, New Zealand. This methodology links newly acquired data from onshore outcrops, stream and coastal deposits (collected in conjunction with New Zealand colleagues) to Expedition 317 results in order to evaluate potential basin-wide changes in sediment supply and distribution. Temporal changes in the relative timing and routing of sediment to the Canterbury margin are determined from comparisons between the cross-shelf (U1351, U1353, U1354) and the two Canterbury slope sites (ODP Site 1119 and U1352). Discrete mineralogical observations from this study eventually will be compared to and combined with high-resolution elemental and carbonate analyses proposed by Fulthorpe et al. to provide key petrologic and mineralogic constraints on core and seismic data interpretation for the margin, including distinguishing lithologic changes that might correspond to Milankovitch cyclicity. The history of global sea level change and the impact of future sea-level rise related to global warming are one of the foremost issues facing society. Drilling results from the Canterbury Margin represent a key global component of a comprehensive IODP program to extract sea-level information from continental margin stratigraphy. Our data and results will be made publically available through the IODP portal as part of the IODP Sample, Data, and Obligations Policy and through presentations at meetings and publications. This study will provide educational opportunities for a number of high school, undergraduate and graduate students at CSU Northridge and the University of Florida. One high school student from Florida will participate as part of the UF Student Science Training Program (UF-SSTP), a seven-week residential research program for junior and senior-level high schools students considering science careers. Two undergraduate and two graduate students will participate in this project from CSUN and UF, including students from underrepresented groups and it is expected this participation will form the basis for their theses (BS/MS) or dissertation. The project includes an educational outreach program at UF as part of the UF Geogator program that provides presentations to local K-12 programs about Earth and our environment. The program will make the research on global sea-level change accessible to the local Florida community, where rising sea level and the hazards associated with it are a growing societal concern.

Longstanding goals of scientific ocean drilling include determining the timing and amplitudes of global sea-level change, as well as the role of eustacy in the generation and preservation of continental margin stratigraphy. However, continental margin sedimentation is a function of both allogenic and autogenic processes, and extracting a eustatic record requires an understanding of local sedimentary processes and their influence on strata formation. IODP Expedition 317 to Canterbury Basin, New Zealand provides an opportunity to identify the regional processes involved in the formation of sedimentary sequences where temporally evolving across-shelf and along-margin sediment sources potentially interact with both eustasy and tectonics to generate margin stratigraphy. This study defines sedimentary petrofacies using petrographic and X-ray diffraction techniques and combines them with lithofacies to characterize sedimentation within unconformity-bounded sequences. Differentiating the relative influence of each sediment source is made possible by the unique aspects of the onshore geology and sediment supplied by the rivers of South Island, New Zealand: in this system sediment composition is a proxy for transport mode/direction, with mica-rich schist detritus being brought in from the south, and graywacke Torlesse detritus from the west. Higher-resolution analyses will target specific seismic sequences from the Pliocene to Recent that represent changing climatic and eustatic conditions. A primary hypothesis tested is that recurring lithofacies motifs that likely formed during high-amplitude Pleistocene sea-level cycles can be linked to sediment provenance, and even where less lithologically distinct, a recognizable signal may remain in the detrital fraction. Another hypothesis is that the formation of Plio- Pleistocene sequences along the Canterbury Margin is strongly influenced by the relative sediment supply from alongshore/shelf (Clutha/Waitaki rivers) versus cross-margin (Rangitata-Ashburton-Rakaia braided system) transport, with the latter becoming more dominant in the later Pleistocene, potentially leading to an autogenic increase in accommodation space that lead to increased sequence preservation. A holistic approach is used to test these hypotheses, similar to that applied in the MARGINS Source-to-Sink focus site on North Island, New Zealand. This methodology links newly acquired data from onshore outcrops, stream and coastal deposits (collected in conjunction with New Zealand colleagues) to Expedition 317 results in order to evaluate potential basin-wide changes in sediment supply and distribution. Temporal changes in the relative timing and routing of sediment to the Canterbury margin are determined from comparisons between the cross-shelf (U1351, U1353, U1354) and the two Canterbury slope sites (ODP Site 1119 and U1352). Discrete mineralogical observations from this study eventually will be compared to and combined with high-resolution elemental and carbonate analyses proposed by Fulthorpe et al. to provide key petrologic and mineralogic constraints on core and seismic data interpretation for the margin, including distinguishing lithologic changes that might correspond to Milankovitch cyclicity. The history of global sea level change and the impact of future sea-level rise related to global warming are one of the foremost issues facing society. Drilling results from the Canterbury Margin represent a key global component of a comprehensive IODP program to extract sea-level information from continental margin stratigraphy. Our data and results will be made publically available through the IODP portal as part of the IODP Sample, Data, and Obligations Policy and through presentations at meetings and publications. This study will provide educational opportunities for a number of high school, undergraduate and graduate students at CSU Northridge and the University of Florida. One high school student from Florida will participate as part of the UF Student Science Training Program (UF-SSTP), a seven-week residential research program for junior and senior-level high schools students considering science careers. Two undergraduate and two graduate students will participate in this project from CSUN and UF, including students from underrepresented groups and it is expected this participation will form the basis for their theses (BS/MS) or dissertation. The project includes an educational outreach program at UF as part of the UF Geogator program that provides presentations to local K-12 programs about Earth and our environment. The program will make the research on global sea-level change accessible to the local Florida community, where rising sea level and the hazards associated with it are a growing societal concern.

Materia Específica: Entender las expresiones y dimensiones de las emociones de culpa y vergüenza en distintas culturas; psicología transcultural.

Durante este proyecto multidisciplinario financiado por la FAPESP se han conseguido hasta la fecha 24 artículo publicados en revistas internacionales de alto impacto, de los cuales soy autor o coautor en 8, y de ellos, en 4 soy el primer autor y de correspondencia. Mayores informaciones, así como todos los artículos derivados de este proyecto se pueden encontrar en el siguiente enlace: https://bv.fapesp.br/pt/auxilios/29555/miniface-climate-change-impact-experiment-to-analyze-the-effects-of-elevated-co2-and-warming-on-phot/

Durante el proyecto "Estudiantes para el Desarrollo" entre la universidad de Kwantlen, Canadá y la universidad de Sancti Spíritus José Martí Pérez, se realizaron varias visitas de intercambio académico e investigativos entre estudiantes e académicos de ambos paises. Además se desarrollaron diversas investigaciones conjuntas que tributaron en capacitación y producción científica.

La formación del grado universitario no consiste solamente en la adquisición de contenidos sino, sobre todo, en la enculturación de los estudiantes en las prácticas académicas que configuran las esferas disciplinares. Se trata de que los estudiantes se apropien de las formas socialmente consensuadas de construir, negociar y comunicar el conocimiento en la universidad. Un aspecto fundamental de este proceso de enculturación es, justamente, la apropiación de las prácticas de lectura y escritura científico-académicas. Entre 2010 y 2012, la Secretaría de Políticas Universitarias del Ministerio de Educación de la Nación financió mediante el Programa de Mejoramiento para Facultades de Humanidades (PROHUM) los Talleres de lectura y escritura de géneros académicos en la Universidad de Buenos Aires. Originalmente diseñados como talleres remediales de lectura y escritura, un equipo de ocho lingüistas expertos en didáctica de la lectura y la escritura en el nivel superior determinó que su dictado requería, previamente, conocer las prácticas letradas reales de las carreras de humanidades. Por este motivo, los talleres se transformaron en un proyecto de investigación-acción que, al tiempo que diseñaba y dictaba el programa de los cursos, llevó a cabo tareas diversas de investigación, publicadas o presentadas en congresos: se construyó un corpus amplio con textos curriculares y estudiantiles; se caracterizaron géneros académicos de formación; se dio cuenta de prácticas de lectura en carreras como filosofía y letras; y se entrevistó y encuestó a diversos actores de la vida académica en la institución. Además, durante el primer año de implementación de los talleres se dictaron cursos de formación de tutores de lectura y escritura académica, que participaron en la puesta en funcionamiento de los cursos al año siguiente, y en la producción de materiales didácticos. En el tercer y último año del proyecto, se socializaron las investigaciones realizadas y se reelaboraron y ampliaron los materiales didácticos a partir de la experiencia de su puesta en práctica el año previo, y se publicó el “Manual de escritura para carreras de humanidades”.